Page 356 - EL Grade 5 Teacher Guide

Stories of Human Rights
■ ELLs may nd it challenging to complete the two-voice poem in the amount of time allotted and without teacher guidance. Consider working closely with a group during Work Time B to complete their poems. Rather than having students choose an event, consider assigning the event of Miguel losing his job, because it is an event that students are very familiar with and for which they have two completed character reaction paragraphs. See “Levels of support,” below, and the Meeting Students’ Needs column for additional suggestions.
Levels of support
For lighter support:
■ Before Work Time A, consider reading aloud a few poems from a favorite poetry anthology and inviting students to compare the model two-voice poem to these poems. Encourage students to compare the structure, tone, and perspective of the di erent poems.
For heavier support:
■ During Work Time B, distribute a partially lled-in two-voice poem template of students’ corresponding event. This provides students with models for the kind of information they should enter, while relieving the volume of writing required.
Universal Design for Learning
■ Multiple Means of Representation (MMR): Throughout this unit, students incorporate what they are reading into their writing. Consider ways to facilitate increased comprehension by repeatedly o ering opportunities for students to access prior knowledge and review previous material.
■ Multiple Means of Action & Expression (MMAE): Some students may nd it overwhelming to generate poetry based on analysis of a character’s reactions. Provide sca olded practice for students who may need additional support with this task. Considering having students provide evidence for characters’ reactions based on poems that their classmates generate.
■ Multiple Means of Engagement (MME): Many students are more engaged when they are given choices. Consider providing multiple versions of the graphic organizer with lines to help support students’ ne motor skills. This way, students can make decisions regarding what is best for their own learning.
Vocabulary
Key:
(L): Lesson-Speci c Vocabulary (T): Text-Speci c Vocabulary (W): Vocabulary Used in Writing
■ two-voice poem (L)
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12/4/18 11:49 PM
Unit 2: Lesson 11